Feedback in Dutch L1-spoken language education
Submitted by:
Anneke J.G.R. Wurth
Abstract:
Anneke Wurth, Dineke Tigelaar, Hans Hulshof, Jaap de Jong, Wilfried Admiraal
Standards for the examination program are described for various domains of Dutch mother tongue education in secondary schools. Spoken language is one of these domains including arguing, discussing and debating. The standards provide information of what students should strive for, but do not give information on how teachers can support their students to achieve these goals.
Hardly any empirical evidence is provided on how students’ development of Dutch spoken language can be supported. A field consultation of expert L1-teachers in the Netherlands (Neijt et al., 2016) showed that teachers want their students to become conscious language learners. Feedback (self-evaluation, teacher and peer feedback ) can have a catalyst function in becoming more language aware by focusing learners’ attention to language in use and to let them experience what they need for their further development to proficiency (Bolitho et al., 2003).
This Phd-study can be characterized as educational design research. It focuses on the relationship between feedback and the development of oral language skills in the context of argumentative speech in upper secondary education (students aged 15-18). The research questions refer to what role feedback is playing in current classroom practice and in what ways feedback can strengthen the development of students’ presentation skills.
In the presentation, based on the results of a systematic literature review and an analysis of current teaching methods, an overview is provided of the way in which teaching methods in spoken language education address feedback . Additionally, implications are presented on how to work with feedback in classrooms in order to stimulate students’ language awareness and, ultimately, their oral presentation skills. We invite the audience to discuss these guidelines from both the literature research and research of teaching methods. How can they inspire teachers to improve practice with regard to developing students presentation skills?
The results may inspire L1 teachers, scientists who study feedback and language in education and policy makers who are interested in Language Awareness and (spoken) language education .
References:
Bolitho, R., Carter R., Hughes, R., Ivanic, R., Hitomi, M., Tomlinson, B. (2003). Ten questions about language awareness. ELT Journal Volume, 57/3.
Neijt, A. Mantingh,E., Coppen,P-A., Oosterholt, J., De Glopper K., Witte,T. (2016). Manifest voor het Schoolvak Nederlands. Bewust geletterd’ als nieuwe koers voor het schoolvak Nederlands. Levende Talen Magazine, 1, 28-29.